%0 Journal Article
%T Learning to Dialogue in Kindergarten: A Case Study
%A Marie-France Daniel
%J Analytic Teaching and Philosophical Praxis
%D 2006
%I 
%X This text presents an experiment with 5-year-old Quebec kindergarten children who experienced the Philosophy for Children (P4C) approach for the first time. The experiement was short-term, lasting from mid-February to mid-May. Its objective was to study preschool-aged childrenĄ¯s capacity to dialogue. The questions that oriented out research were: When guided by an adequate philosophical approach, are 5-year-old kindergarten children able to dialogue (dia-logos)with their peers? Can they be critical? What is the teacherĄ¯s role in the development of childrenĄ¯s communicative actions? Two types of analyses, stemming from a two-part theoretical framework, were uses to answe these questions. The first part refers to Habermas' criteria, and the second to a typology of exchanges among peers proposed by Daniel and colleagues.
%U http://www.viterbo.edu/analytic/Vol.%2025%20no.%203/learning%20to%20dialogue%20in%20kindergarden%20a%20case%20of%20study.pdf